James, Mrs Denise

James, Mrs Denise

Unique reference number (URN): 102547 Address: Cooksland Corner, Love Lane, BODMIN, Cornwall, PL31 2BJ Type: Childminder Registered with Ofsted: 18/02/1991 Registers: EYR, CCR, VCR Registered person: James, Denise

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children of all ages demonstrate advanced knowledge and skills. Pre-school children confidently share what they have learned with others in a supportive environment, displaying notable social confidence. Children play together in a group well, showing high levels of social and imaginative skills as they pretend to care for baby dolls. Older children eagerly talk about starting school, showing positive attitudes towards new experiences. All children are well prepared for each subsequent stage of learning. Children with special educational needs and/or disabilities or who face barriers to learning make sustained progress in their development, and all children communicate confidently. Older children speak in complex sentences of over 10 words.

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Achievement Strong standard

Children develop a sense of self-worth and belonging. Children participate and succeed in activities, creating a truly inclusive atmosphere. They persevere and overcome obstacles, for example concentrating as they peel an orange. Children regularly exhibit independence through practical actions, such as helping to put drinks on the lunch table or taking tissues to wipe their nose.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created an environment for children that is harmonious, respectful and positive, with clear expectations for behaviour that everyone understands. She encourages strong, supportive relationships and motivates children to be curious and engaged and to ask questions. This nurturing environment helps children flourish socially.

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Behaviour, attitudes and establishing routines Strong standard

Children show kindness by working on puzzles together, and the older children help the younger ones with tasks. Older children politely express their desire to be heard during conversations. They are aware of how their actions affect others, which helps them build essential social skills for teamwork and getting along well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder thoughtfully considers each child's age, developmental stage and unique circumstances to provide suitable support for meeting behavioural expectations. There is a clear, consistent routine that children know and follow, enhancing their memory and giving them a sense of safety and stability. Additionally, the childminder works with both children

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Expected standard

and parents to highlight the importance of regular attendance. If there are obstacles to attending, she takes prompt, evidence-based steps to resolve them.

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Inclusion Strong standard

The childminder uses thoughtful strategies to identify and support children with special educational needs and/or disabilities (SEND), as well as those who are disadvantaged. Each child is treated as an individual. Careful and ongoing assessments ensure that their unique needs are consistently recognised and addressed. The childminder works closely with parents, fostering an effective two-way communication channel that enables the sharing of concerns, progress and strategies to support each child's development at home and in the setting.

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Inclusion Strong standard

The childminder emphasises the importance of regular attendance and its impact on development. Children's progress is regularly reviewed to monitor each child's participation and to identify any emerging patterns that may require further attention or support. To further enhance the quality of provision, the childminder actively seeks out professional development opportunities related to supporting children with SEND. This commitment to continuous improvement has a positive impact on the quality of support provided. The childminder is proactive in adapting activities and the learning environment for children with SEND, such as providing targeted support to develop physical skills in children delayed in walking. Where learning gaps are detected, these are swiftly addressed, with timely referrals to external agencies made when appropriate, ensuring that every child receives comprehensive, well-coordinated support for the best possible outcomes. Additional funding

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Inclusion Strong standard

is used effectively to support children in making consistent progress.

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Children's welfare and wellbeing Expected standard

The childminder and her assistants maintain well-defined policies and practices that place children's welfare, mental health and overall wellbeing at the forefront. These methods are clearly communicated and consistently understood by parents and carers.

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Children's welfare and wellbeing Expected standard

A warm, inclusive environment is promoted by the childminder, giving children the freedom to enjoy playing and learning. Recognising the significance of physical development, children are provided with daily outdoor learning experiences that enhance their growth and wellbeing. Secure, responsive relationships between the childminder, children and families lay a solid foundation for emotional security. Children are encouraged to express and understand their emotions, which helps cultivate a strong sense of emotional wellbeing. Established routines, including those for sleep, weaning and feeding, are tailored to fit individual needs, contributing positively to each child's experience.

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Children's welfare and wellbeing Expected standard

Nutritious, home-cooked meals are served, encouraging children to explore a variety of foods and make healthy choices about diet. The childminder and her assistants actively ask for older children's opinions, adapting activities and meal options accordingly. However, strategies are not always reviewed or adapted to fully meet the changing needs of younger children. At times, their play is interrupted for activities that are too challenging or do not match their interests at that point, which can reduce their engagement and enjoyment.

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Curriculum and teaching Expected standard

The childminder is knowledgeable in early years education and has created an ambitious curriculum that covers all areas of learning and development. She ensures that her assistants share her vision and understand the clear expectations for practice. The curriculum is taught in a thoughtful sequence, and adapted when necessary, enabling all children to acquire the knowledge and skills necessary for future learning. Particular attention is given to fostering children's physical, personal and social growth.

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Curriculum and teaching Expected standard

Teaching practices are consistent, and established daily and weekly routines ensure that all children benefit from meaningful learning experiences. Mathematics is actively taught, for example older children spontaneously count to 20 while playing, making stamp marks in dough. Children accurately identify and name shapes, such as 'square' and 'star'. They are encouraged to develop a love for books and stories. Toddlers engage, turning pages and counting objects in a book as they eagerly listen to the assistant's reading.

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Curriculum and teaching Expected standard

Language development is facilitated through thoughtful conversations, allowing children to expand their vocabulary and develop an understanding of the sounds letters make. Generally, the childminder responds effectively to children's interests. However, sometimes the organisation of group activities occasionally restricts younger children from participating as older children take over, leading to frustration and limiting further learning opportunities.

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Leadership and governance Expected standard

The childminder shows clear understanding of her role and its benefits, actively seeking out training to improve her practice. Her decisions always put the needs of children and families first, especially focusing on those who are disadvantaged, those with special educational needs and/or disabilities or those who have involvement with children's social care.

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Leadership and governance Expected standard

Assistants working with the childminder feel appreciated and supported within the team. The childminder regularly completes relevant training, sharing new knowledge with her assistants to help them grow in their roles. For instance, she recently completed an early years mathematics course, which has enhanced maths teaching at her setting.

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Leadership and governance Expected standard

Parents report that communication is strong, with regular updates about their children's progress. The childminder also maintains connections with other early years settings attended by children, sharing information to provide the best support. She fosters effective relationships with local schools and other early years professionals.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are naturally curious and enthusiastic learners, and older children often express how much they enjoy spending time with the childminder. The childminder and her assistants have created a warm, welcoming environment that feels like home, helping children feel secure and valued. Older children communicate with confidence, engaging in meaningful conversations with the childminder, who encourages thoughtful responses to open-ended questions. Babies settle quickly and smile as they enjoy cuddles of reassurance with the childminder.

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What it's like to be a child at this setting

Children with special educational needs and/or disabilities receive prompt support from the childminder to support their learning and development. Adaptations to practice and close

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Inspector:

Victoria Jones collaboration with other early years professionals help children to reduce developmental gaps. The childminder carefully monitors children's progress to check that the support provided is effective.

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Inspector:

The curriculum is thoughtfully planned and covers all areas of learning. It is delivered in a well-sequenced way so that children can build securely on what they already know and can do. For example, the fruit children eat at snack time links closely to the book they are sharing. Children learn about fruit grown in other countries and develop their vocabulary, learning new words such as 'pineapple' and 'watermelon', before exploring how the fruit tastes. Children thrive in this supportive setting and benefit from clear procedures that keep them safe and promote their wellbeing.

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Inspector:

Pre-school children show strong mathematical skills, confidently solving complex puzzles and completing simple addition independently. All children demonstrate well-developed social skills and share their ideas with confidence. For example, babies smile eagerly, name familiar objects, such as 'keys', and pretend to call their 'daddy' using toy phones. Older children talk enthusiastically about the fun they have during visits to the local soft-play park.

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Next steps

The childminder should strengthen strategies to respond to younger children's interests and preferences, creating additional opportunities to promote learning. The childminder should review the organisation of group activities to maximise learning outcomes for all children.

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About this inspection

The inspector spoke with the childminder, the assistants and the children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Address:

Cooksland Corner Love Lane BODMIN Cornwall PL31 2BJ

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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